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Bilingualism and Bilingual Deaf Education

Bilingualism and Bilingual Deaf Education
 

This edited volume brings together diverse issues and evidence in two related multidisciplinary domains: bilingualism among deaf learners - in sign language and the written/spoken vernacular - and bilingual deaf education.

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Quick Reference

ISBN 9780199371815
Barcode 9780199371815
Published 10 July 2014 by Oxford University Press (S1)
Format Hardback
Author(s) Edited by Marschark, Marc
Edited by Tang, Gladys
Edited by Knoors, Harry
Series Perspectives on Deafness
Availability Indent title (internationally sourced), usually ships 4-6 weeks

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Full details for this title

ISBN-13 9780199371815
ISBN-10 0199371814
Stock Available
Status Indent title (internationally sourced), usually ships 4-6 weeks
Publisher Oxford University Press (S1)
Imprint Oxford University Press Inc
Publication Date 10 July 2014
International Publication Date 30 June 2014
Publication Country United States United States
Format Hardback
Author(s) Edited by Marschark, Marc
Edited by Tang, Gladys
Edited by Knoors, Harry
Series Perspectives on Deafness
Category Bilingualism & Multilingualism
Organization & Management Of Education
Teaching Of Hearing-Impaired Persons
Number of Pages 512
Dimensions Width: 165mm
Height: 236mm
Spine: 42mm
Weight 794g
Interest Age General Audience
Reading Age General Audience
Library of Congress Oral communication, Deafness - Psychological aspects, Deaf children - Language, Sign language acquisition
NBS Text Education & Teaching
ONIX Text Professional and scholarly
Dewey Code 371.912
Catalogue Code Not specified

Description of this Book

In Bilingualism and Bilingual Deaf Education, volume editors Marc Marschark, Gladys Tang, and Harry Knoors bring together diverse issues and evidence in two related domains: bilingualism among deaf learners - in sign language and the written/spoken vernacular - and bilingual deaf education. The volume examines each issue with regard to language acquisition, language functioning, social-emotional functioning, and academic outcomes. It considers bilingualism and bilingual deaf education within the contexts of mainstream education of deaf and hard-of-hearing students in regular schools, placement in special schools and programs for the deaf, and co-enrollment programs, which are designed to give deaf students the best of both educational worlds. The volume offers both literature reviews and new findings across disciplines from neuropsychology to child development and from linguistics to cognitive psychology. With a focus on evidence-based practice, contributors consider recent investigations into bilingualism and bilingual programming in different educational contexts and in different countries that may have different models of using spoken and signed languages as well as different cultural expectations. The 18 chapters establish shared understandings of what are meant by bilingualism, bilingual education, and co-enrollment programming, examine their foundations and outcomes, and chart directions for future research in this multidisciplinary area. Chapters are divided into three sections: Linguistic, Cognitive, and Social Foundations; Education and Bilingual Education; and Co-Enrollment Settings. Chapters in each section pay particular attention to causal and outcome factors related to the acquisition and use of these two languages by deaf learners of different ages. The impact of bilingualism and bilingual deaf education in these domains is considered through quantitative and qualitative investigations, bringing into focus not only common educational, psychological, and linguistic variables, but also expectations and reactions of the stakeholders in bilingual programming: parents, teachers, schools, and the deaf and hearing students themselves.

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Awards, Reviews & Star Ratings

NZ Review ...that this book is informative and addresses a range of complex and interrelated topics...highlighting critical issues that need to be contemplated in order for efficacy, effectiveness, and implementation research in the area of bilingual deaf education programming to become more focused and rigorous Lynn M. McQuarrie, Journal of Deaf Studies and Deaf Education

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Author's Bio

Marc Marschark is Professor at the National Technical Institute for the Deaf, a college of Rochester Institute of Technology, where he directs the Center for Education Research Partnerships. His primary interest is in relations among language, learning, and cognition; current research focuses on such relations among deaf children and adults in formal and informal educational settings. He is Editor of the Journal of Deaf Studies and Deaf Education. LGladys Tang is Professor at the Department of Linguistics and Modern Languages, Chinese University of Hong Kong. She is also Director of The Centre for Sign Linguistics and Deaf Studies and Co-director of Research and Technology Centre for Language and Communication Disorders, Shenzhen Research Institute, Chinese University of Hong. Her primary interest are sign linguistics and language acquisition of deaf and hard-of-hearing children. She is currently a member of the editorial board of Journal of Deaf Studies and Deaf Education, Sign Language Typology Series, Berlin: Mouton de Gruyter/Ishara Press, and International Editor of the editorial board Gengo Kenkyu (Journal of the Linguistic Society of Japan), Japan.

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